Management Good Practices

E-book:
The tradition of book reading continues
by: Azyanee Luqman I read with great interest a new article appeared in the Star online on 7th May 2009. It was about an effort made by Terengganu state government to supply electronic books or ebooks free of charge to 23,000 Year Five pupils all over the state. According to State Education, Higher Learning, Science, Technology and Human Resources Committee Chairman Ahmad Razif Abdul Rahman, the e-book project was part of the state governments aim at providing quality education as well as reducing the burden of heavy schoolbags for the children. Undoubtedly, the Internet-enabled e-books will be able to transform our education system as pupils are now being fully digital, enabling them to access education-related portals and archives online. The evolution of electronic books started back in 1971, many years before the era of the Internet. It was when Michael Hart began to produce the Declaration of Independence and proceeded to put more than 2000 classic books online at the University of Illinois Computer Center. Later in 1990, a New York-based media company began putting books such as Jurassic Park and Alice in Wonderland on CDs. However, the project was not a commercial success as the CDs were expensive to produce and distribute, and during that time people were still not ready to buy CD-formatted books. Moreover, the CD-formatted books appeared in the marketplace before most PC users had CDROM drives built in their computers. After having had a glorious history of birth, death, re-birth, and death again, e-books are now back as major companies such as Amazon and Sony produced the much talked-about dedicated e-book readers. In 2007, Sony Reader was born and received tremendous success from e-book readers worldwide. Not long after that, Amazon, the worlds largest book retailer, has joined the fray with the birth of its Kindle. In February 2009, Jeff Bezos, Amazons boss, unveiled the improved version named Kindle 2. Kindle 2 is the latest dedicated e-book reader that has become a must-have gadget among the evolving e-reader market. It creates quite a phenomenon as a result of its huge success. This kind of acceptance is about to imitate the success of the iPod, the distinguished portable media player designed and marketed by Apple. It is estimated that the future growth of e-book sales will increase significantly in the years to come. This explains the high interest of major, powerful companies such as Google and Apple to compete with Sony and Amazon in developing e-book applications and devices. Apart from that, e-books offer many advantages compared to traditional published books, e.g. portability and availability. However, they will not completely put an end to traditional published books industry, yet. As what Jeff Bezos said, Kindle 2 is about preserving a great traditionbook reading and improving it, not about replacing it. References Laudon, K. C., & Traver, C. G. (2009). E-commerce: business, technology, society (5th ed.). New Jersey: Pearson Prentice Hall. The Economist .com. (2009, February 12). The march of the Kindle. Retrieved May 7, 2009 from http://www.economist. com/business/displaystory.cfm?story_id=13109804 The Star Online. (2009, May 7). E-books to be free, will benefit 23,000 pupils. Retrieved May 7, 2009 from http:// www.thestar.com.my/news/story.asp?file=/2009/5/7/ nation/3851723&sec=nation

Ulasan buku / artikel......

Oleh: Nurhafiza Abu Seman (Pensyarah Fakulti Sains Pentadbiran dan Pengurusan Polisi) Nama Buku: Slumdog Millionnaire Pengarang: Vikas Swarup Buku ini mengisahkan Ram Mohammad Thomas, anak yatim dan seorang pelayan restoran yang tidak pernah bersekolah telah menjadi juara untuk rancangan tersebut. Namun, kejayaannya mengundang padah kerana syarikat yang bertanggungjawab tidak menyangka yang Ram akan mampu menjawab kesemua soalan dan tawaran 1 billion itu sebenarnya hanyalah sebuah commercial gimmick. Untuk mengelak daripada membayar duit kemenangan Ram, syarikat itu telah mendakwa Ram atas tuduhan menipu. Tuduhan yang kelihatan wajar kerana hakikat kehidupan Ram. Logiknya, kalau tidak pernah bersekolah, masakan mampu menjawab soalan yang bukan calangcalang susahnya. Ram kemudiannya dibawa ke balai polis untuk soal siasat usai rancangan tersebut. Dia kemudiannya didera oleh polis bagi mendapatkan kepastian mengenai kemenangan dan kebolehannya untuk menang sehinggalah seorang peguam wanita muda bernama Smita tampil untuk membelanya. Dalam usaha menyelamatkan dirinya, Ram kemudiannya bercerita kepada Smita apa yang berlaku. Ceritanya mengikut nilai duit yang dimenangi (bermula daripada 1,000 rupees hinggalah ke 1,000,000,000 rupees) kerana setiap soalan yang mampu dijawab olehnya berbetulan dengan apa yang dia alami di dalam hidupnya. Novel itu membuatkan saya merasa seluruh pahit manis hidup Ram - sebermula kehidupannya sebagai bayi yang dibuang di dalam tong sampah di depan sebuah gereja hinggalah kepada kegembiraannya mendapat wang kemenangan dan cinta hatinya - Nita. Saya paling terkesan pada babak 100,000,000 rupees X Gkrz Opknu (or A Love Story) - cerita Ram mengenai Shankar, anak autistik dan istimewa yang tidak diingini oleh ibunya, seorang bangsawan, Swapna Devi. Swapna Devi dikenali sebagai seorang yang pemurah. Dia mempunyai ramai pembantu dan mempunyai ramai penyewa. Shankar itu diberitahu kepada semua orang sebagai seorang anak cacat dan terbiar, dan atas ihsan Swapna Devi, Shankar diambil tinggal bersama. Cerita Swapna Devi terbongkar apabila diari Shankar yang maut akibat penyakit rabies ditemui oleh Ram dengan lukisan Shankar mengenai ibu yang tidak pernah mengakuinya anak. Apapun, saya memang puas membaca novel ini. Saya jadi takjub dengan keupayaan penulisnya, Vikas Swarup menjalin cerita kehidupan yang biasa dengan pelbagai warna emosi. Dan, saya masih tercaricari kalau-kalau ada penulis-penulis kita yang boleh menulis sebegini (kemungkinan besar ada, tapi mungkin saya belum jumpa!). Kesudahan yang menggembirakan

AUGUST09 - Vol 4
Patrons Prof. Madya Tg. Yusoff Tg.Mahmud Prof. Madya W. Dorishah W. Abd. Manan Advisors Najah Lukman Haslenna Hamdan Roseziahazni Abdul Ghani Editorial Team Noor Malinjasari Ali Raslina Mohamad Nor Hasmida Mohd Nor Publication UPENA UiTM Terengganu e Mail Editor Chief Editor noorm726@tganu.uitm.edu.my The editorial team would like to thank for the support and contribution of articles. Materials for publication are welcome and should be sent to: The Chief Editor BIZNEWZ Faculty of Business Management, Universiti Teknologi MARA, Terengganu 23000 Dungun, Terengganu. Tel: 09-8403 777 Fax: 09-8403 700 email : kardina@tganu.uitm.edu.my ext 1981 ext 1984 ext 1984

When Academician Writes.

oleh: PM Norsidah Ahmad Persekitaran ekonomi yang agak suram mengupayakan sumber dan pelaksanaan ditambah dengan masalah pengangguran tindakan untuk memaksimumkan semua di kalangan siswazah telah menyumbang peluang (Kuratkom et al.,2001). Definisi kepada keperluan program pembangunan ini perlulah ditakrifkan dalam bentuk yang usahawan sebagai satu pendekatan un- lebih meluas lagi dan ini termasuklah indituk memantapkan ekonomi dan sebagai vidu yang terlibat dalam industri kecil sedsalah satu usaha mengelakkan pengang- erhana, juga individu yang terlibat dalam guran di kalangan siswazah dan lepasan sektor korporat atau kerajaan.Pentakrifan sekolah. Keusahawanan bukan hanya kepada usahawan melibatkan individu dilihat sebagai salah satu yang pent- tetapi keusahawanan boleh ditakrifkan ing untuk pengeluaran atau penciptaan sebagai kewujudan organisasi yang inproduk baru tetapi juga untuk mewujud- novatif dengan tujuan untuk meraih atau kan persekitaran kompetitif yang mantap meningkatkan lagi kadar pertumbuhan oleh firma-firma yang berwibawa. Oleh itu, ekonomi di bawah keadaan yang berisiko firma-firma ini semakin memerlukan modal atau tidak menentu (Dollinger, 2003). insan dengan keupayaan keusahawanan. Jika kita mengkaji, beberapa elemen yang Ini membawa kepada keperluan institusi biasa dijumpai dalam takrifan keusahawapendidikan menawarkan bidang keusahanan, ia melibatkan: wanan atau setidak-tidaknya setiap pelajar diberi pengetahuan yang asas mengenai Kreativiti adan Inovasi; bidang keusahawanan. Pengumpulan sumber dan asas organisasi ekonomi; Definisi Usahawan dan Keusahawanan Peluang untuk mendapatkan sesSeorang usahawan boleh ditakrifkan seuatu keuntungan di bawah keadaan bagai seseorang individu yang boleh meberisiko atau tidak menentu; lihat kepada persekitaran, mengenal pasti Mencari peluang luar biasa. peluang untuk memperbaiki keadaan, (bersambung di keluaran hadapan)

PENDEKATAN BERSEPADU DALAM KURIKULUM KEUSAHAWANAN

From The Editor Desk:

Bertemu kembali untuk Volume keempat Biznews 2009. Pelbagai perkara mewarnai kampus kita sepanjang detik ini, daripada meraikan kemenangan UiTM Terengganu sempena Sukan Staf 2009 (tahniah diucapkan kepada staf yang mengambil bahagian), kemasukan para pelajar baru dan semester baru bermula hinggalah kepada ancaman H1N1 di kampus kita. Di kesempatan ini juga, saya mewakili warga FPP mengucapkan sekalung penghargaan buat Puan Roseziahazni atas iltizam dan kegigihan beliau sepanjang menjadi Koordinator BBA F/ISB dan semoga Puan Roseziahazni bakal meneruskan kecemerlangan di kampus Kuala Terengganu dan tahniah buat Koordinator baru, Puan Fathiyah Ismail atas kesinambungan kerja. Moga kampus Dungun dan warga kerja FPP khususnya akan sentiasa ceria dan sebagaimana biasa, ucapan terima kasih diucapkan kepada penyumbang yang sudi mencoretkan pena mereka di Biznews. Di kesempatan ini FPP mengucapkan Salam Ramadhan Al-Mubarak. Moga kita semua mendapat redha Ilahi. Sampai bertemu lagi di keluaran hadapan. Insya Allah. Wassalam. Salam Hormat, NOOR MALINJASARI BINTI ALI (noorm726@tganu.uitm..edu.my)

Just For Fun/Cuit-Cuit Hati...

Management Lessons - 1
Can I also sit like you and do nothing all day long? Sure, why not

To be sitting and doing nothing, you must be sitting very, very high up...

Moral of the story: Unless you are FIRST IN COMMAND, do not neglect your work or doing nothing...

Isu Semasa

By : Nik Fakrul Hazri (FPP)

1.0 Introduction

of approximately five students each and he/she is responsible to provide issues or problems to the students and this is an important element in implementing PBL technique. For Business Development subject, issues or topics can come from newspaper and also from the environment. A lecturer can also bring his/her students to real events or locations and assign them tasks regarding the issues (Rhem. J, 1998). The implementation of PBL technique for this subject based on suggestions by previous research and articles are as follows; 2.2.1 Step 1: Explore the issues Students will start gathering information needed to redefine the problems or issues, for example, issues on Boycott US Product Campaign, killing our local company. The students need to list out the significant parts of the issues and at the same time they will learn new concepts, principles, or skills. This is a trigger number one and students will start working together to deal with the issue. This step will help them to achieve subject syllabus objective and promote team spirit among them. 2.2.2 Step 2: List What do we know? The students will discuss information and facts regarding the issues. This is a trigger number two. The students start to focus on current situations surrounding the problem and relate them with their knowledge from past experiences (reading from newspaper or watching news, etc). In this session, one person from each group is responsible to take notes and list all relevant information. After that, the students should be able to adapt all the knowledge that they learned from past courses. For example like the relationship between political, economic, socio-cultures, legal issues, etc. and the business development. 2.2.3 Step 3: What do we need to know to solve the problem or issues? Next, our students need to develop statements regarding the issues. Brainstorming process will be used to develop hypothesis and solutions to solve the problem. In this section, the students start to use all analytical and creative skills that they have acquired from past courses, and experiences accumulated from lifelong learning process. Referring back to the example; Boycotting US products will give direct impact to local companies (franchise) that sell US products such as McDonald, KFC, etc. This statement is going to be trigger number three to our students as they need to look at both sides of the arguments; the positive and negative impacts of boycotting US products. 2.2.4 Step 4: What should we do? In this session, the groups of students will test their hypothesis by gathering all information from classroom, resource reading, texts, library sources, video, and from external experts on the subject. In this session also, students do brainstroming and come out with arguments. For example, they will generate ideas to support Halal Product Campaign in order to reduce demand for US products or to have boycott campaign only targeted to products that come directly (import) from US in order to save our local franchise company. 2.2.5 Step 5: List out the solutions, actions, or implications Get the general agreement regarding the solutions, actions, or implications and choose the best explanation regarding the issues or problems. 2.2.6 Step 6: Supporting the outcome, solution, or finding Each group needs to present the findings or recommendations to the class at the end of the session and get direct

feedback from the lecturer and other groups of students. All the solution must be supported by facts and a short report regarding the issues need to be submitted in the next class session. The lecturer will monitor the process and the PBL technique process can be repeated and recycled to get new information and redefine the problem. 2.3 PBL Assessment Assessment based on close observation narrow down to learning process and focusing on group of students or individuals that actively demonstrate their understanding and ability to apply their understanding or knowledge. Another work assessment is based on learners achievement (Purser, R. E., n.d.). For more information regarding the assessment, please refer to University of Miami School of Medicine Website.

Karya Kreratif/Cerita Saya...

Never Quit (Anonymous) Believe in yourself And your vision of the future Surround yourself with Those who believe in you And will help you achieve your goals Keep your dream alive despite the challenges along the way There is only one key to success Never quit until you win It may require a lot of changing But you can do it The seed of greatness Lies within you Nurture it with faith in God Firm believe in Him and there will be nothing you cant do

According to Prince (2004) in Hayn, G. E. (2006), Problem Based Learning (PBL) is part of active teaching and learning techniques and it emphasizes on students involvement in learning process (students center). Based on current studies, this technique is very suitable to assist our students in gaining knowledge by allowing them to apply their understanding on theories to solve problems in real situations by engaging them in real problems. (Rhem. J, 1998). PBL is not only able to enhance cognitive skills and problem solving skills but also develop self directed and lifelong learning skills (Khairiyah Mohd. Yusof, Jamaludin Harun, and Mohd Salleh Abu (2004). In this learning process, the role of a lecturer is to act as a facilitator or a mediator. In other words, the lecturer becomes co-learner, co-planner, co-producer, co-evaluator, and resource person. Meanwhile, the students are to be more active, and become problem solvers, decision makers, and meaning makers. PBL technique can be implemented to develop proactive attitude and entrepreneurial intention among students especially UITM students. The suitable time for using this technique is during tutorial class based on the scheme of work provided by the lecturer. To assist our students, every single student must have a copy of the scheme of work for references of which its contents must be related directly to the subject syllabus. To further discuss PBL technique in active leaning process, I will use Business Development (MGT362) subject as an example. The continuous assessment for this subject is as follows; individual assignment - 10%, class participation - 10%, sales activities and business week - 10%, group and individual presentation - 20%, brief summary on report (done individually) - 10%, and group final report - 25%, total up to 85% of the overall marks. If we look at the assessment for this subject, entire tasks given to the students can be completed by applying PBL technique. The technique can help gather round information and draw students attention to any topics related to business development subject.

3.0

In general, PBL method (active teaching and learning techniques) provide new perspective to enhance teaching and learning delivery technique for lecturers. By using this method, our students will be able to apply their knowledge in real situations and develop critical thinking, problem-solving, leadership, and communicative competence (Purser, R. E., n.d.). For a subject such as MGT362, this technique will be able to help our lecturer to achieve all its objectives and learning outcomes.

Benefits

Lensa Aktiviti FPP.

FAKUL TI PENGURUSAN
PERNIAGAAN

4.0

PBL technique is part of active teaching and learning approaches. Implementation of this technique will encourage participation and commitment among our students in learning process and also help utilize university facility such as library and electronic information system effectively. By using this technique, we are also able to create proactive students.

Conclusion

..(Gambar Pensyarah Kewangan)

References
Hayn, G. E. (2006). An entrepreneurial approach to entrepreneurship education: active teaching [On line] Available http://www.sbaer.uca.edu/research/sbi/2006/pdffiles/papers/cases/037.pdf Khairiyah Mohd. Yusof, Jamaludin Harun, & Mohd Salleh Abu (2004). Promoting Active Learning in Universiti Teknologi Malaysia: A Bottom-up, Top-down Approach [On line] Available http://www.ctl.utm.my/research/pdf/ral01.pdf Purser, R. E. (n. d). Problem based learning description. Retrieved March October, 2006, [On line] Available http://online.sfsu.edu/~purser/revised/pages/problem. htm Rhem, J. (1998). Problem based learning. Oryx Press. Retrieved 1998, [On line] Available http://www.ntlf.com/html/pi/9812/pbl_1.htm Study Guides and Strategies. (2009). Problem-based learning (PBL) is an exciting alternative. Retrieved 1996, [On line] Available http://www.studygs.net/pbl.htm Further Information PBL Assessment University of Miami School of Medicine. http://edo.miami.edu./x48.xml

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2.0 Implementation of Problem Based Learning Approach

2.1 Establishing Purpose and Process In order to establish active learning technique process, lecturers must provide information regarding a topic or issue to students. Explanation about objectives and learning outcomes of the subject must be declared from the beginning to prevent misunderstanding and it includes assessment method used for the subject. For example, based on the Business Development (MGT 362) syllabus objectives, our students should have the ability to demonstrate their understanding on the subject accumulated from past courses (Part 1 to Part 5 or 6). At the same time, students should also be more analytical and creative in handling business issues or situations. Lastly, students should work in groups as to establish team spirit and PBL technique can be used to achieve that purpose. 2.2 Implementation Process First, a lecturer needs to divide his/her class into groups

1. Fathiyah Ismail (Koordinator Program Finance/Islamic Banking) 2. Johari Haron 3. Mohd Husnin Mat Yusoff 4. Nor Azidah Shamsudin 5. PM Haji Zamri Mohd Noor 6. Prof. Dr. Haji Wan Mansor Wan Mahmood 7. PM Haji Hussain Dollah 8. Nurul Syuhada Baharuddin 9. Suhaily Maizan Abdul Manaf 10. Wan Anisabanum Salleh 11. Zaleha Khamis 12. Zetty Zahureen Mohd Yusoff 13. Atiqah Rashidah Abu Samah 14. Zuraida Mohamad 15. Hajah Bahiyah Ishak 16. Roseziahazni Abd Ghani (mantan KP ISB/F) (tiada dalam gambar: Fazli Fizari Abu Hassan Asari, Zarina )

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